EXPLORING MY DEFINITION OF LITERACY

MARLEY FAIRCLOUGH – ID: 2151189

The Australian Curriculum (ACARA, 2017) defines literacy as ‘students becoming literate as they develop the knowledge,
skills, and dispositions to interpret and use language confidently for learning and communicating in and out of school
and for participating effectively in society’ (Australian Curriculum Assessment and Reporting Authority, 2017). The
framework identifies literacy as involving students applying and modifying language for different purposes in a range of
contexts, which include listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts. This
theory suggests literacy encompasses knowledge and skills necessary for students to access, understand, analyse and
evaluate information, as well as the ability to make meaning, express thoughts and emotions, present ideas and
opinions, interact with others and participate in activities both within and outside of the schooling environment.
Analysis of the Australian Curriculum’s definition of literacy will help to draw comparisons and conclusions on the
implications for literacy and future practice, as well as assess the effects the definition poses to student learning.

It becomes evident that literacy comprises all practices, with success dependent on one's ability to use significant,
identifiable and distinctive literacy. Thus, considerations into this concept draw attention to teaching approaches that
will guide literacy learning and help to become an effective literacy teacher within the chosen content areas of Physical
Education and Humanities and Social Sciences during professional experience placements, and beyond. It should be
made apparent that becoming literate is not just simply about knowledge and skills; it is rather inclusive of certain
behaviors and dispositions that assist students to grow as effective learners that obtain the confidence and motivation
to use literacy skills in a broader context. These aforementioned behaviors and dispositions can be further supported
and imparted through other general capabilities, which include self sufficient student learning, working together with
others, being open to ideas, opinions and texts from and about diverse cultures and having the ability to question the
meaning and assumptions within text (Australian Curriculum Assessment and Reporting Authority , 2017).

Literacy is a social practice rather than simply a neutral skill, it should recognise that literacy influences all forms of
society, and is widely adopted into everyday life (Block, 2001). Having the ability to apply knowledge and appropriate
skills within a range of different contexts and discourses within broader society are most valuable to student literacy
learning. Considerations indicate that to be literate is more than being able to simply read and write, it further involves
instilling students with practical and functional knowledge and skills that are able to be easily applied and transferred
into different discourses and situations in everyday social practices (Block, 2001).

It becomes evident that each individual student is exposed to differing previous experiences, upbringings and cultural
underpinnings, which in turn results in differing literacy understandings and practices. Reflection draws upon ideas of
literacy as a global and social construct that in which informs communication practices and is a vital tool for
communication and capability development, ‘this helps us understand why children need to communicate not only
across different cultures but also in relation to changing global communication' (Pahl & Rowsell, 2012).

Discourses surrounding literacy influence and are shaped by social, cultural and educational underpinnings that can be
identified through our lives outside of school practices and further transferred into classroom literacy perform. Gee
(2001) in Literacy, discourse, and linguistics recognises and identifies literacies discourses under two banners ‘primary
discourses as those we learn from our families and communities and then multiple secondary discourses as those we
acquire throughout our lives.’ Additionally, Gee’s (2012) beliefs are drawn through differing cultural, language and
socioeconomic practices that alter student’s experiences within literacy learning. When examining education from a
social-cultural standpoint it helps to recognise that ones primary and secondary discourses serve as a framework for
positive learning development (Gee, 2012). This, in turn, requires literacy educators to critically examine and
understand society and students social and cultural positions within classrooms settings, in order to implement different
available resources that help stimulate and broaden literacy learning and capability development (Williams, 2006).
When teaching from a social-cultural perspective significant emphasis must be placed on applying a range of
experiences and literacy forms to all learning situations (Barthologmaeus, 2012). This involves allowing room for
interpretation, creatively and discovery within learning contexts, in an attempt to provide engaging educational
pedagogy that facilities distinctive and valuable learning (Pahl & Rowsell, 2012).

The Australian Curriculum definition for literacy learning specifically indicates the necessary push for effective literacy
teachings across the entire curriculum spectrum, not just within English subjects. Clear objectives acknowledge the need
to cater to student differences and use student backgrounds and past experiences to advantage learning success
(Pirbhai-Illich, F. 2011). Although obvious limitations to changing curriculum practice, it is possible for teachers to
personalize assessment tasks to benefit differentiation in student learning that allows for varied learning capabilities, so
each student achieves success. Teachers must consider the best learning methods for students and design assessments
and activities based on positive individual and group learning. Within an ideal school setting, teachers would work
together to collaborate on producing an integrated curriculum that caters to student diversity. It would be in the best
interest of teachers to design units of work that covers interrelated content, which is relevant to each respective topic
(Pirbhai-Illich, F. 2011). Literacy learning should not solely be the English teachers responsibility, though this remains the
standard within many school settings, rather setting literacy development as the common goal for all subject content
will enhance multiliteracy development. Cross-curricular learning enables students to apply knowledge and skills
throughout all subject areas. This approach can be further initiated with personalized topics to suit each student’s
primary discourses, with continued knowledge being transferred to other aspects of life (Ryan, M. 2008). Student
learning through this approach not only encourages increased student engagement and meaningfulness but also results
in higher respect, value, and commitment for school and education practices.

As a future Middle and Secondary school educator, I will be exposed to students with varying literacies knowledge,
skills, cultures, and practices, with a wide range of unique and individual experiences. Within Australia's complex
multicultural society, as a teacher, I will be presented with many forms of complex barriers, which may include students
with low social economical disadvantage, intellectual and physical disabilities, English as second language students, as
well as many other forms of social and intellectual differences. These differences will impact the teaching pedagogical
methods implemented within the classroom setting and will play a major influence on on-topic content. Although vastly
different in content within both spectrums of Physical Education and Humanities and Social Sciences students will enter
the classroom setting having varying amounts of experience and confidence. It is my role as an educator to ensure all
students are able to apply knowledge and appropriate skills from different discourses and contexts, in order to help
students develop and grow as literate and competent learners.
BIBLIOGRAPHY
 Australian Curriculum Assessment and Reporitng Authority. (2017). Literacy Curriculum. Retrieved April 5, 2017, from
Australian Curriculum: www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/key-ideas
 Bartholomaeus, P. (2012). Literacy learning for students in rural communities. In R. Henderson (Ed.), Teaching
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 Block, B. (2001). Literacy through movement: an organisational approach. Journal of adolescent and adult literacy,
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 Gee, J.P. (2012). Social Linguistics and Literacies: Ideology in Discourses (4th ed.). Abingdon, UK: Routledge. (pp. 170-
174)
 Pahl, K., & Rowsell, J. (2012). Literacy and Education (2nd ed.). London, UK & Thousand Oaks, CA: Sage. (Chpt. 1, pp.
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 Pirbhai-Illich, F. (2010/2011). Aboriginal students engaging and struggling with critical multiliteracies. Journal of
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 Ryan, M. (2008). Engaging middle years students: Literacy projects that matter. Journal of Adolescent and Adult
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 Henderson, R. (Ed.), Teaching literacies in the middle years: Pedagogies and diversity. South Melbourne, Vic: Oxford
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 Williams, B. (2005/2006). Home and away: The tensions of community, literacy, and identity. Journal of Adolescent &
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